Years 5 and 6 Drama standard elaborations

Years 5 and 6 standard elaborations — Australian Curriculum: Drama

Purpose

The standard elaborations (SEs) provide additional clarity when using the Australian Curriculum achievement standard to make judgments on a five-point scale. These can be used as a tool for:

 making consistent and comparable judgments about the evidence of learning in a folio of student work

 developing task-specific standards for individual assessment tasks.

Structure

The SEs are developed using the Australian Curriculum achievement standard. The Arts: Drama achievement standard describes the learning expected of students at each band in the two valued features for Australian Curriculum Arts — responding and making. Making is further broken down into forming and performing. Teachers use the achievement standard during and at the end of a period of teaching to make on-balance judgments about the quality of learning students demonstrate.

In Queensland the achievement standard represents the C standard — a sound level of knowledge and understanding of the content, and application of skills. The SEs are presented in a matrix. The discernible differences or degrees of quality associated with the five-point scale are highlighted to identify the characteristics of student work on which teacher judgments are made. Terms are described in the Notes section following the matrix.

Years 5 and 6 Australian Curriculum: Drama achievement standard

By the end of Year 6, students explain how dramatic action and meaning is communicated in drama they make, perform and view. They explain how drama from different cultures, times and places influences their own drama making.

Students work collaboratively as they use the elements of drama to shape character, voice and movement in improvisation, playbuilding and performances of devised and scripted drama for audiences.

Source Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum Version 8 The Arts: Drama, www.australiancurriculum.edu.au/f-10-curriculum/the-arts/drama

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Years 5 and 6 Drama standard elaborations

A B C D E

The folio of a student’s work has the following characteristics:

Responding

thorough explanation of how dramatic action and meaning are communicated in the drama made, performed and viewed

informed explanation of how dramatic action and meaning are communicated in the drama made, performed and viewed

explanation of how dramatic action and meaning are

communicated in the drama made, performed and viewed

description of how dramatic action and meaning are

communicated in the drama made, performed and viewed

statements about dramatic action and meaning being communicated in drama

thorough explanation of how drama from different cultures, times and places influences their own drama making

informed explanation of how drama from different cultures, times and places influences their own drama making

explanation of how drama from different cultures, times and places

influences their own drama making

description of influences on

their own drama making statements about their own drama making

Making Forming

skilful and effective use of the elements of drama to shape character, voice and movement in improvisation and playbuilding to create dramatic action and meaning

effective use of the elements of drama to shape character, voice and movement in improvisation and playbuilding to create dramatic action and meaning

use of the elements of drama to shape character, voice and movement in improvisation and playbuilding

uneven use of aspects of the elements of drama to shape character, voice and movement in improvisation and playbuilding

sporadic use of aspects of the elements of drama to shape character, voice and movement in improvisation and playbuilding

Performing skilful, effective and sustained use of the elements of drama to shape character, voice and movement to perform devised and scripted drama

effective use of the elements of drama to shape character, voice and movement to perform devised and scripted drama that effectively communicates dramatic

use of the elements of drama to shape character, voice and movement to perform devised and scripted drama for audiences

uneven use of aspects of the elements of drama to shape character, voice and movement to perform devised and scripted drama for audiences

sporadic use of aspects of the elements of drama to shape character, voice and movement to perform drama

Key shading emphasises the qualities that discriminate between the A–E descriptors

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Notes

Australian Curriculum common dimensions

The SEs describe the qualities of achievement in the two dimensions common to all Australian Curriculum learning area achievement standard — understanding and skills.

Dimension Description

understanding the concepts underpinning and connecting knowledge in a learning area, related to a student’s ability to appropriately select and apply knowledge to solve problems in that learning area

skills the specific techniques, strategies and processes in a learning area

Terms used in Years 5 and 6 Drama standard elaborations

These terms clarify the descriptors in the Years 5 and 6 Drama SEs. Descriptions are drawn from:

 ACARA Australian Curriculum: The Arts glossary,

www.australiancurriculum.edu.au/f-10-curriculum/the-arts/glossary

 ACARA The Arts: Drama > Examples of knowledge and skills > Years 5 and 6,

www.australiancurriculum.edu.au/f-10-curriculum/the-arts/drama/example-of-knowledge-and-skills

 other sources, to ensure consistent understanding.

Term Description

artist generic term for the maker of an artwork in each of the five arts subjects;

artists include actors, choreographers, composers, dancers, directors, editors, filmmakers, instrumental musicians, painters, scriptwriters, sculptors, singers;

also includes artists who make hybrid artworks

artwork generic term for a performance or an artwork in each of the five arts subjects;

when referred to generically this curriculum uses the term artwork; within each arts subject, the subject-specific terms are used; artworks are also frequently described with reference to forms or styles;

artworks include performances such as a dance, dramatic play or song and artefacts such as a film or painting; also includes hybrid artworks

aspects particular parts or features

atmosphere the established mood or feeling conveyed in an artwork or performance;

see also elements of drama

audience individuals or groups of people who experience the arts in a range of settings and contexts (formal, informal, virtual or interactive) through intellectual, emotional and social engagement; the artist is audience to their own artwork;

see also elements of drama

character identification and portrayal of a person’s values, attitudes, intentions and actions as imagined relationships, situations and ideas in dramatic action;

see also elements of drama clear;

clearly

easy to perceive, understand, or interpret; without ambiguity

cohesive characterised by being united, bound together or having integrated meaning collaboration;

collaborating

working jointly on an activity or project;

in Years 5 and 6 Drama, students must be given opportunities to work collaboratively to plan, make and perform drama

communication;

communicated

in The Arts, communication means sharing of learnings, ideas, thoughts and feelings through the viewpoints of the artist and/or the audience

description;

describe

give an account of characteristics or features

Years 5 and 6 standard elaborations — Australian Curriculum:

Drama

Queensland Curriculum & Assessment Authority August 2019 Page

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Term Description

dramatic action the driving force and forward motion of drama to create dramatic meaning, tension, belief and audience engagement; the movement of the drama from the introduction, exposition of ideas and conflict to a resolution;

see also elements of drama dramatic

meaning

a signified, intended purpose or effect interpreted from the communication of expressive dramatic action;

see also elements of drama

dramatic play includes playbuilding, storytelling, improvising, devising, and sequencing dramatic action

effectively;

effective

meeting the assigned purpose in a considered and/or efficient manner to produce a desired or intended result;

in Drama, meeting the purpose by producing a strong impression elements of

drama

in Drama, the elements of drama are:

role, character and relationships

role and character: identification and portrayal of a person’s values, attitudes, intentions and actions as imagined relationships, situations and ideas in dramatic action; role focus on type and stereotype; characters are detailed and specific

relationships: the connections and interactions between people that affect the dramatic action

situation: the setting and circumstances of the dramatic action — the who, what, where, when and what is at stake of the roles/characters

voice and movement

voice: using voice expressively to create roles, situations, relationships, atmosphere and symbols

movement: using facial expression, posture and action expressively in space and time to create roles, situations, relationships, atmosphere and symbols focus: directing and intensifying attention and framing moments of dramatic action

tension: sense of anticipation or conflict within characters or character relationships, or problems, surprise and mystery in stories and ideas to propel dramatic action and create audience engagement

space and time

space: the physical space of the performance and audience, fictional space of the dramatic action and the emotional space between characters

time: fictional time in the narrative or setting; timing of one moment to the next contributing to the tension and rhythm of dramatic action

language, ideas, dramatic meaning, mood and atmosphere, and symbol language, ideas and dramatic meaning: the choice of linguistic expression and ideas in drama used to create dramatic action

mood and atmosphere: the feeling or tone of both the physical space and the dramatic action created by or emerging from the performance

symbol: associations that occur when something is used to represent something else to reinforce or extend dramatic meaning;

in Years 5 and 6 Drama, examples for the elements of drama include:

role, character and relationships

role and character: for example, creating the inner and outer world of a character; differentiating between characters and stereotypes

relationships: analysing and portraying how relationships influence character development

situation: sustaining a fictional setting using space and time

voice and movement

voice: varying voice, for example, clarity, pace, volume and projection movement: using movement, facial expression and gestures to create and sustain belief in character and situation

focus: framing drama to highlight and communicate key story elements and

Term Description

tension: factors that contribute to tension or suspense in stories and tension in characters’ relationships, for example, using sound, light and technology to heighten tension/suspense

space and time: sustaining a clear setting and sense of time to create belief in the drama

language, ideas and dramatic action

central ideas or themes that give perspectives and ideas to the audience mood and atmosphere: the feeling or tone of physical space and the dramatic action created by or emerging from the performance

audience

shaping and sustaining drama for others using the conventions of story within drama to communicate meanings

explanation;

explain

provide additional information that demonstrates understanding of reasoning and/or application

focus concentrate the attention on a spatial direction or a point in space to intensify attention or increase the projection of intent;

in Drama, focus means directing and intensifying attention and framing moments of dramatic action or identifying the main idea of the drama;

see also elements of drama form;

forms

in The Arts, form is the whole of an artwork created by the elements and the way they are structured;

in Drama, form is the way drama is structured; drama forms are shaped by the application of the elements of drama within particular social, cultural and historical contexts

forming includes learning about and using the forms, structures and elements of drama to plan and make drama artworks that communicate ideas and intentions

hybrid artwork the combination of more than one art form within an artwork identification;

identify

establish or indicate who or what someone or something is

improvisation spontaneous, creative activity applying the elements of an art form;

in Drama, an improvisation is a spontaneous enactment taking on roles and situations to create dramatic action and extend an idea; usually short, and structured into a complete little play

informed having relevant knowledge; being conversant with the topic;

in Drama, this includes how the knowledge and skills (elements of drama, conventions of forms/styles and the skills of drama) work together to communicate meaning or intent in and through drama

language in Drama, ideas and dramatic meaning: the choice of linguistic expression and ideas in drama used to create dramatic action;

see also elements of drama making;

make

includes learning about and using knowledge, skills, techniques, processes, materials and technologies to explore arts practices and make artworks that communicate ideas and intentions

meaning an intended idea, expression or purpose;

in Drama, see dramatic meaning

movement in Drama, using facial expression, posture and action expressively in space and time to create roles, situations, relationships, atmosphere and symbols;

see also elements of drama movement

vocabulary

the accumulation of movement, steps, gestures that make up a repertoire for physical expression of feelings or ideas

performed;

performing

in Drama, includes learning about and using knowledge and skills to present and share artworks with audiences that communicate ideas and intentions;

in Drama, includes acting

Years 5 and 6 standard elaborations — Australian Curriculum:

Drama

Queensland Curriculum & Assessment Authority August 2019 Page

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Term Description

plan a design or set of procedural steps specific to a project or task;

in Drama, students plan and modify dramatic works using dramatic principles and practices to achieve purpose

playbuilding creating a play through improvisation or devising

relationships in Drama, the connections and interactions between people that affect the dramatic action;

see also elements of drama

responding includes exploring, responding to, analysing and interpreting artworks

role adopting identification and portrayal of a person’s values, attitudes, intentions and actions and portraying these as imagined relationships, situations and ideas in dramatic action;

see also elements of drama skilful in Drama, in the context of:

creating artworks, this includes considered selection, management and application of the elements of drama;

sharing artworks, this includes a high degree of proficiency and polish sporadic appearing, happening now and again or at intervals; (irregular) or occasional statement;

state

a sentence or assertion

sustained continuing for an extended period or without interruption thorough demonstrating depth and breadth, inclusive of relevant detail;

in Drama, thorough means demonstrating depth and breadth of drama knowledge and skills

uneven not properly corresponding or aligning; not in keeping with

voice in Drama, using voice expressively to create roles, situations, relationships, atmosphere and symbols;

see also elements of drama